scholarly journals FEATURES OF THE DEVELOPMENT OF EDUCATION IN KHRYSTYNIVKA REGION IN THE FIRST HALF OF THE 20s OF THE XX CENTURY (according to the local press)

2021 ◽  
pp. 82-90
Author(s):  
Petro Horokhivskyi
Keyword(s):  
Education System ◽  
Laboratory Method ◽  
Political Life ◽  
Educational Reforms ◽  
Project Method ◽  
Modern School ◽  
Teachers And Students ◽  
Literacy Methods ◽  
Approach To Teaching ◽  
American Method

The article reveals the attempt of the Bolshevik regime in the first half of the 20s of the last century to choose a new concept and model of education, to develop and implement educational reforms, in particular: attempts to replace the school with an orphanage, introduction of a comprehensive system, Dalton-Plan, American literacy methods and projects, brigade-laboratory method and others.It is noted that there was a search for solutions to theoretical and practical problems of education and social education of children in Ukraine.It is pointed out that the implementation of educational policy was complex and ambiguous, especially after Ukraineʼs accession to the USSR and changes in the socio-political situation in the country, which created hope for the construction of a new system of education.Objective and subjective difficulties in the implementation of educational reforms are as follows: reconstruction of the war-torn economy of Ukraine, economic crisis and economic reform, insufficient funding of secondary school, the principles of staffing schools, problems of their social composition, complex social-political life of Ukraine, ideology of the education system by the Soviet authorities, propaganda of the leadership of the People's Commissariat of Education, unwillingness of teachers and students to radical changes in the education system, etc.It is concluded that the ideas of pedocentrism, activity approach to teaching, project methods, research and others developed in the 1920s are actively used in the modern school.It is concluded that the ideas of pedocentrism, activity approach to teaching, project, research and other methods, developed in the 1920s are actively used in the modern school. Keywords: school education, educational reforms, complex system, Dalton-Plan, American method of teaching literacy, project method, brigade-laboratory method.

Pengembangan Modul Pembelajaran IPA Berbasis Entrepreneurship di SMK Negeri 2 Kota Jambi

2014 ◽  
Vol 3 (2) ◽  
Author(s):  
Sica Septyenthi ◽  
Aprizal Lukman ◽  
Upik Yelianti
Keyword(s):  
Education System ◽  
Real Life ◽  
Instructional Materials ◽  
Design Development ◽  
Vocational High School ◽  
Face To Face ◽  
Student Entrepreneurship ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Module Development

Vocational high school consists of face-to-face learning and dual education system. Learning and dual education system may be either industrial work practices held for 3 or 6 months.During dual education system students can not attend face-to-face learning teaching material that students need to be able to learn independently. Specifically, learning science that students need to learn about the environment and its benefits for students.The purpose of this research is to develop instructional materials in the form of science module which helps students to learn independently and determine the response of vocational students to the science learning modules. Modules developed based entrepreneurship and contextual material with real life needs or students. The material presented is structured to support student entrepreneurship in order to be fit for purpose namely vocational work. This module development research design using the design development of Richey and Klein with Dick and Carey model for the development phase of the module material. Results of test responses of teachers and students concluded that the module gets a very good response, interesting and appropriate to the needs of students. Then the module materials can help students cultivate skills become entrepreneurs.

Feminist critique of developmentalism

2005 ◽  
Vol 3 (3) ◽  
pp. 299-326 ◽  
Author(s):  
Linda Spatig
Keyword(s):  
Learning Communities ◽  
Human Development ◽  
Educational Practice ◽  
Educational Reforms ◽  
Feminist Critique ◽  
School Practices ◽  
Feminist Literature ◽  
Curriculum And Pedagogy ◽  
Educational Implications ◽  
Teachers And Students

Drawing on published feminist literature, this essay deconstructs developmentalism as a metanarrative that contributes to the oppression and exploitation of women and underpins educational practice. First, I examine feminist critiques of developmentalism, distinguishing between ‘insider critiques’ formulated by feminist psychologists evaluating and trying to improve traditional theories of human development and ‘outsider critiques’ articulated by feminists, both within and outside psychology, challenging science itself. Second, I address educational implications of the insider and outsider critiques of developmentalism. Educational reforms spawned by insider feminist critiques consist largely of efforts to make curriculum and pedagogy more ‘girl-friendly’. Reforms aligned with outsider feminist critiques call for ‘critique-friendly’ schooling that provides opportunities for reconceptualizing gender dualisms, critiquing school practices that strengthen dualisms and ongoing critique of educational reforms initiated in the name of such critiques. Following the outside critiques, I argue for feminist learning communities with authentic relationships between teachers and students whose diverse and changing identities and ideas are respectfully and compassionately acknowledged.

scholarly journals Teachers 'and students' ideas about the existing advantages and possible risks of using digital products in the educational environment

2021 ◽  
Vol 53 (5) ◽  
pp. 95-109
Author(s):  
Elena B. Puchkova ◽  
◽  
Elena A. Sorokoumova ◽  
Elena I. Chardymova ◽  
Larisa V. Temnova ◽  
...  
Keyword(s):  
General Education ◽  
Education System ◽  
Work Experience ◽  
Online Survey ◽  
Basic Education ◽  
Educational Practice ◽  
Digital Learning ◽  
Digital Products ◽  
Advantages And Disadvantages ◽  
Teachers And Students

An integral feature and an urgent task of the modern education system is the use of digital products in educational practice. The forced implementation of mass distance learning in the period 2020-21 showed both the advantages and disadvantages of digital learning and set new horizons for optimizing this process. In May-June 2021, a study consisting of two parts was conducted: 1) an online survey of teachers of the general education system in order to determine the ideas about the advantages and risks for students when using digital products in educational practice; 2) an online survey of adolescent students in order to determine their ideas and experience of using digital products in the learning process. The sample consisted of 482 adolescents aged 13-15 years; 147 teachers of basic education with work experience from 3 to 23 years. Online surveys were conducted anonymously in the form of questionnaires using Google Forms. It was found that 80% of teachers and 98% of students highly appreciate the need to use digital products in educational practice. The majority of teachers noted the predominance of advantages provided by digital products as opposed to risks, the same idea was revealed in the survey of students. Conclusions are drawn about the similarities and differences in the understanding of teachers and students of the goals, forms and advantages of using digital educational products. For example, teachers believe that digital products should be used to copy educational materials and perform independent work tasks; they do not welcome their use during the lesson, which, on the contrary, is the main goal for students. The revealed discrepancies in the views of teachers and students regarding the goals, advantages and risks of using digital products makes the question of finding ways to coordinate and optimize relevant.

scholarly journals Pendidikan Karakter Berbasis Keagamaan (Studi Kasus di SDIT Nur Hidayah Surakarta)

2016 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Fauzi Annur
Keyword(s):  
Human Rights ◽  
Free Trade ◽  
Education System ◽  
Science And Technology ◽  
Nano Technology ◽  
Cognitive Aspect ◽  
Information Program ◽  
Teachers And Students ◽  
Character Building ◽  
Rights Issues

Until now, the education system in our country is more emphasis on the cognitive aspect than educating for character. Meanwhile, the globalization in 21st has given rise to the phenomenon of free trade, dependence science and technology (ICT, Bio-technology, Nano-technology), global life (Speed, Conectivity, Intangable, and Compatibility), human rights, issues of democratization, environment, gender, and multiculturalism. SDIT Nur Hidayah is a school has applied to try appliying character building. These programs of character building is implementating from their own religion. This research uses descriptive qualitative. Subject of these researchs are teachers and students. And informan of these researchs are headmaster, employees, and parents of the children.The results of this research shows that the information program of the characters in SDIT Nur Hidayah Surakarta applied intensively (daily, weekly, monthly). The programs include 1. integrated in the leraning process, 2. any other programs: Pekan Pembiasaan, Pekan Kedisiplinan, Mentoring, Mutabaah Alyaumiyah. The purpose of these programs is intended to build characters of the students. These programs are not only comprehensive, but also very unique. The children are so enjoy and enthusiastic in carrying out various characters, and we hope they have a basic foundation of strong character.Keywords: Character Building, based on Religion

scholarly journals Seeing Near and Far: Balancing Stakeholder Needs and Rights in Kazakhstan’s Educational Reform

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Jazira Asanova
Keyword(s):  
Social Change ◽  
Civil Society ◽  
Educational Reform ◽  
Education System ◽  
Large Scale ◽  
Educational Reforms ◽  
Reform Initiatives ◽  
Current Reform ◽  
Société Civile ◽  
Stakeholder Needs

This paper examines the schooling reform in the post-socialist transformation of Kazakhstan. Adopting a rights-based approach to education, it looks at the ways in which the current education system addresses (or fails to address) the rights and needs of various stakeholders in the society, including teachers, learners, parents, civil society, and policymakers. Two recent large-scale educational reforms form the focus of the paper: a national standardized assessment and a transition from 11 to 12 years of schooling. Implications of the current reform initiatives for Kazakhstan’s development are also discussed, pointing to lessons for understanding schooling and social change in post-socialist transformation. Cet article examine la réforme scolaire pendant la période de transformation post-socialiste du Kazakhstan. En adoptant une approche basée sur les droits de l'éducation, l'auteur considère les méthodes que l'actuel système d'éducation emploie pour répondre (ou ne pas répondre) aux droits et aux besoins des parties prenantes de la société, y compris, les enseignants, les apprenants, les parents, la société civile, et les responsables de politique. Cet article met au point le deux récentes réformes scolaires à grande envergure: la standardisation de l'évaluation nationale et l'ajout d'une année en plus à l'ancien système scolaire de 11 années. L'auteur y examine aussi les répercussions des initiatives de la réforme actuelle pour le développement du Kazakhstan, et suggère les leçons qui pourront nous faire comprendre l'éducation et le changement de la société dans la transformation post-socialiste.

Site «MLESYS – multilevel education Internet-system for teachers and students»

2018 ◽  
Author(s):  
Artiom Gaponenko ◽  
Denis Sergeev
Keyword(s):  
Education System ◽  
Educational Process ◽  
Remote Communication ◽  
Teachers And Students ◽  
Educational Groups ◽  
Group 2 ◽  
Independent Work

Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.

scholarly journals Creative Education System at Secondary Level in Bangladesh: Teachers’ and Students’ Perspectives

2020 ◽  
Vol 10 (2) ◽  
pp. 350
Author(s):  
Sabina Yasmin ◽  
Tahmina Ferdous Tanny ◽  
Md. Rahmat Ullah
Keyword(s):  
High School ◽  
Education System ◽  
Secondary Level ◽  
Primary Data ◽  
Survey Method ◽  
Research Approach ◽  
Sources Of Information ◽  
Secondary Sources ◽  
Creative Education ◽  
Teachers And Students

The creative education system is introduced in different stream of Bangladesh education towards developing the ingenious capability of students. The study is an endeavour that tries to know the possibilities and difficulties in the creative education system at the secondary level in Bangladesh from the teachers’ and students’ perceptions. It is an exploratory type of research that used primary and secondary sources of information to look for the problems, underlying the system. To collect primary data, Ambarkhana Girls’ High School & College; and Osmani Medical High School of Sylhet Sadar have been chosen as the study area. From the second tier of the chosen institutions; 60 students and 20 teachers are selected using a systematic random sampling method. The social survey method has been implied in this research and data collected through face to face interview method; along with a few well responded and informed respondents’ in-depth interview. Collected data from the respondents are then analyzed through a mixed research approach. The study findings reveal that most of the students signify the system enjoyable to study, memorizing reduced for textbooks learning, and appearance in examination turned easier. While others find the system confusing, difficult to understand questions and answer in examination hall within limited time. Besides, the system reciprocally encourages students to enrol in coaching centres for a vague idea about question pattern; lack of linkage between book and exam questions; and also, to get good marks. Findings from teachers' evaluation depict that though they welcome the system they are not well prepared to assimilate the system because of inadequate training facilities, absence of inquisitive seeking awareness program, dependence on the readymade question paper, challenges exerted on them to give students attention and proper guidance. The study recommends introducing well-researched textbooks avoiding mistakes, improving integrative classroom learning, controlling coaching business, increasing training facilities for teachers, providing awareness programs to make effective the creative education system in a competitive world of education.

Popplet in Education

2022 ◽  
pp. 171-185
Author(s):  
Abir El Shaban
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Graphic Organizers ◽  
Teacher Educator ◽  
Mental Image ◽  
Web Based ◽  
Teaching Pedagogy ◽  
Present Information ◽  
Teachers And Students ◽  
Approach To Teaching

Aristotle once said, “The soul never thinks without a mental image.” From the author's experience as an ESL program director, ESL instructor, technology coach, and teacher educator, this saying is absolutely true. This chapter reviews an innovative web-based platform and a technology-based approach to teaching called Popplet that can be found at www.popplet.com. Popplet is a mind mapping application and a graphic organizer that allows teachers and students to create visually pleasing graphic organizers that integrate different features such as colors, texts, images, videos, and links to organize and present information. In addition to its use to enhance students' brainstorming, presentation, and discussion techniques, Popplet can also support the students' 21st century skills such as problem solving, critical thinking, and collaboration. This chapter will highlight some of Popplet's important features for teachers who would consider implementing it in their teaching pedagogy in the future.

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